M ED Analysis and Interpretation Section

8/14/2019 M ED Analysis and Interpretation Section

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Results and Interpretations(Example)

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Descriptive statistics of overall creativity, Figural, Verbal creativityand their components for the whole sampleThe scores of the whole sample for overall creativity, fig and verbal and theircomponents were examined in terms of their means, standard deviations, medians,minimum and maximums.

Descriptive statistics of overall creativity for the whole sample

The composite scores for figural and verbal creativity is obtained by adding the T-scores of the components of figural and verbal creativity respectively. The means,

std deviation, median, min and max for overall, fig and ver creativity are shown in theTable above.

From the Table, the mean score is 349.89 and the SD is 50.13 with median,..As for fig creativity, the mean SD median and the range is from .. to min

Descriptive statistics of components of figural creativity for the whole sample

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MEANSN


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Descriptive statistics of overall creativity, figural and verbal creativity by sex,ses and cognitive levels

When the data were analysed according to sex, it was found that boys perform betterthan girls on verall creativity. The mean score for the boys is 368.94 while the girls is333.92 giving a difference of 35,02 between the mean scores of boys and girls. Thedata show that SD for boys is 50.47 while the girls is 43.98. The range of scores forvboys is from minimum of 257.10 to max of 537.79 which is wider than the girls from

232.25 to 448.71.

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As for figural creativity the boys also perform better than girls. The mean forboys is. Median higher.

With regards to verbal creativity, boys again have a higher mean scores

As for SES ..

As for cognitive levels, ..

The findings for sex, SES and cognitive levels can be summarized as follows:i) for overall creativity, the mean score for boys is higher than girls. Higher

SES pupils have a slightly higher mean scores than low SES pupils andformal operation pupils have a higher mean scores than concreteoperation pupils.

ii) For figural creativity, the boys have obtained a higher mean score than thegirls. Low SES pupils,

iii) For verbal creativity, boys have a higher mean score than the girls. HighSES pupils have a slightly higher mean score than low SES pupils andformal operation pupils have a higher mean score than concrete operationpupils.

Descriptive statistics of the components of figural creativity by sex, SES andcognitive levels.

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Descriptive statistics of the components of verbal creativity by sex, SES andcognitive levels.

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Relationships among the components of creativity

Two types of ststistical analyses were carried out to ascertain the relationshipsamong the components of creativity. Firstly, the components of figural and verbalcreativity were subjected to Pearson-product moment correlations. Secondly, astepwise multiple regression analysis was performed, using overall creativity asthe dependent variable and the components of figural and verbal creativity as the

predictors.

Intercorrelations among the components of Figural and Verbal Creativity

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From the intercorrelational matrix Table above, Figural originality, fig. elaboration, fig

fluency and fig flexibility were intercorrelated to some extent.

Correlation matrix: components of verbal creativity

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Table above shows that all the correlations are significant at 0.001 level. It can benoted that correlations between the components of fig creativity and the componentsof verbal creativity are generally low.

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Correlations

FigFig

FigFig

N of

Correlations

F.Ori

F. Elab

F.Fluency

F.Flex

V.Ori

V.Flu

V.Flex

F.Creativit

V.Crea

O Creat


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The results of the correlational analysis between the verbal and the figuralcomponents of creativity indicate that these two types of creativities are not relatedclosely to one another.

Stepwise Multiple Regression AnalysesIn the stepwise multiple regression analysis of the data, overall creativity was thedependent variable and the components of figural and verbal creativity were thepredictors. This method employed allows a prediction equation for overall creativityto be formulated by choosing one component at a time, first choosing the componentwhich was the best predictor. Variables were then added step-by-step until no othervariables would make a significant contribution to the prediction equation. For theinclusion of variables in this stepwise mode, the minimal F-value was 0.01 and thetolerance level was 0.001.

Table shows that, figural originality is the best single predictor of overall creativity

and alone account for about 60% (Note:look at R Square change = 0.59967) of thetotal variance of overall creativity. The table also shows that fig originality togetherwith verbal fluency (Note: R square change: Fig Ori = 0.599 + Verbal Fluency =0.29 = 0.90) accounts for about 90% of the total variance of overall creativity. Theremaining 10% are accounted by the rest of 5 components of fig and verb creativity.

Although the 4 components of fig creativity and 3 components of verbal creativity arehighly intercorrelated among themselves, fig orig and verbal fluency are the

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contributors to overall creativity. Table shows that fig orig is the foremost predictorand verbal originality is the last predictor to be entered suggest that althoughBruneian pupil who is creative possesses ideational originality but he is reluctant toverbalise his ideas. This is consistent with the common observation of Bruneianteachers that their pupils are generally hesistant to speak out their own ideasespecially if these ideas do not conform to the expectations of their parents and

teachers.

Small amount of variance from fig and verb flexibility overlap suggest that Bruneianpupils who are creative are not flexible due to education system that is exam-oriented and less on flexibility development of pupils.

The relationship between creativity and the Independent variables

The analyses of the relationship between creativity and the independent variablesof sex, SES, cognitive levels, IQ, academic achievement, self concept, learningstyles, fathers influence, mothers influence and home environment were

investigated using the following ways:

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SignificantPredictorVariables

Figural Originality

Verbal Fluency

Figural Elaboration

Figural Fluency

Verbal Flexibility

Figural Flexibility

Verbal Originality


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1. Correlationsl analyses between overall creativity, fig, verbal creativity, theircomponents and IQ, academic achievement, self concept, learning styles,fathers and mothers influence and home environment.

2. 3-way ANOVA using overall creativity, fig, verbal and their components ofcreativity as dependent variables, and sex, SES and cognitive levels as the

independent variables.3. Stepwise multiple regression analyses with overall creativity, fig, verbal as

the criterion variables and all the independent variables as the predictors.

Correlational analyses between overall creativity, figural, verbal creativity theircomponents and the independent variables.

Overall creativity, fig and verbal creativity and their components were correlated withIQ, achievement, self-concept, learning styles, fathers and mothers influence andhome environment were presented below.

Correlational analyses between overall creativity and the independent variables.

Correlation coefficients of overall creativity with IQ, achievement and self-conceptalthough low but significant at p < 0.001. The rest are not significant.

Correlational analyses between figural creativity and the independent variables

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Correlations

IQ

Achievement

Self-concept

Left Style

Right Style

Integrated style

Fathers influence

Mothers influence

Home environment

No of cases:


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From the Table, fig elaboration is significantly related to IQ (r=0.16, p < 0.001),achievement, self concept, left style and mothets influence.

Results imply that pupils who are high achievers and intelligent are able to elaboratetheir ideas better than low achievers. Results also suggest that..

Correlational analyses between verbal creativity and the independent variables

..

Analyses of Variance using overall, figural and verbal creativity and theircomponents as dependent variables

To ascertain the differences in overall creativity, figural and verbal creativity and theircomponents between boys and girls, between high and low SES students, andbetween concrete and formal thinkers, a three-way analysis of variance was carriedout.

3-way ANOVA using overall creativity as the dependent variable

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From the Table, there is a significant difference between the performance of boysand of girls with respect to overall creativity. The F ratio for sex as an effect is40.015 which is sig at p < 0.05. A comparison of the mean scores for the boys andgirls (descriptive) reveal that the boys are more creative than the girls. This isconsistent with Bruniean society where boys are encouraged to be adventurous andoutgoing whereas girls are expected to behave in a more subservient and passiverole.

Results show that cognitive levels and SES are not significant effects on theoverall creativity of the pupils.

3-way ANOVA using Figural creativity as the dependent variable

3-way ANOVA using Verbal creativity as the dependent variable

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3-way ANOVA using Figural Originality as the dependent variable

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Source

Main Effects

SEX

SESCOG LEV

2-way Interactions

SEX

SEX

SEX

3-way Interactions

SEX SES

Explained

Residual

Total


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3-way ANOVA using Figural Elaboration as the dependent variable

3-way ANOVA using Figural Fluency as the dependent variable

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3-way ANOVA using Figuiral Flexibility as the dependent variable

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3-way ANOVA using Verbal Originality as the dependent variable

.................

3-way ANOVA using Verbal Fluency as the dependent variable

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3-way ANOVA using Verbal Flexibility as the dependent variable

Stepwise multiple regression analyses of overall creativity, figural creativityand verbal creativity

Three sets of stepwise multiple regression analyses were carried out using overallcreativity, figural creativity and verbal creativity as criterion variables and all theindependent variables as the predictors. All the predictors are entered step by step,one at a time until no other variables would make a significant contribution to theprediction equation.

Stepwise Multiple Regression Analyses of Overall Creativityusing Overall creativity as the criterion variable and all independent variables (sex,

Academic achievement, Learning style) of this study as the predictors.

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From the table, sex is the best single predictor of overall creativity which account forabout 12% of total variance of overall creativity. Academic together with sexaccount for 15% of total variance of overall creativity. When the third predictor isadded to the predictor equation, the total variance is about 17%. The remaining 83%of the total variance of overall creativity is not accounted for.

Results indicated that sex differences contribute quite substantially to the variance of

overall creativity scores. This finding confirms the results of 3-way ANOVA wheresex is shown to be a highly significant effect on overall creativity.

Results also suggest that there is a large portion of variance of overall creativity isunaccounted for. There may be other factors or variables which affect the creativityof the pupils and which are predictors of their overall creativity.

Stepwise multiple regression analysis using Figural creativity

Using figural creativity as the criterion variable and all independent variables as thepredictors.

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Significant

Predictorvariables

Sex

AcademicAchievement

Integrated

Learning Style


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Table shows that sex is the best and only predictor of Figural creativity and itaccounts for about 5% of the total variance of figural creativity. Remaining 95% of

total variance is unaccounted for.

Resaults show that sex differences contribute to the total variance of Figuralcreativity and confirms the results of 3-way ANOVA where sex is significantlyaffecting Figural creativity. Large portion of the variance of Figural creativity isunaccounted for suggesting other factors or variables are affecting the figuralcreativity of the pupils.

Stepwise multiple regression analysisof verbal creativityusing Verbal creativity as the criterion variable and all the independent variables asthe predictors.

Results show that academic achievement and sex differences contributesubstantially to the variance of verbal creativity score. This result confirms the 3-wayANOVA where academic achievement has been shown to be significantly correlated

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Significant

PredictorVariables

Sex

Significant

PredictorVariables

Academic

Achievement

Sex


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with verbal creativity together with sex contributed about 25% of the total variance ofverbal creativity. A large portion of the variance is unaccounted for indicating thereare other factors which may have to be taken into consideration when one attemptsto predict verbal creativity.

Comparison between creativity-IQ groupsTo establish the relationship between creativity and IQ, three groups were identified

1. low creativity high IQ group 1 : pupils from the top quartile of the IQ scoresand low quartile in overall creativity scores.

2. high creativity low IQ group 23. high creativity-high IQ group 3: both from the top quartiles of the scores

1- way ANOVA were used to compare the performance of the above groups onthe following variables:

(i) academic achievement in BM, BI, maths, science, geography and history(ii) home environment and fathers and mothers influence(iii) self concept and 3 learning styles

Significant results of one-way ANOVA are subjected to a multiple comparison test todetermine the significant differences between the 3 groups. The Scheffe MultipleComparison Test is used to test these differences.

Comparison between the IQ-creativity Groups on their academic achievement andtheir individual subjects

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Between

Within

Total

Multiple Range Test

Scheffe Procedure

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Table shows that the one-way ANOVA using achievement as the dependent variableand the Groups as independent variable gives F-ratio of 4.59 which is sig at p < 0.05level. Results suggest that Group 3 is significantly higher than the mean scores ofG1 and G2. Results suggest that pupils who are in the top quartile of creativityscores also are in the top quartile of IQ score. It appears that pupils who are both

intelligent as well as creative perform better in academic achievement as comparedto other pupils.

One-way ANOVA for BM by Groups

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One-way ANOVA for BI by Groups

One-way ANOVA for Maths by Groups

One-way ANOVA for Science by Groups

One-way ANOVA for Geography by Groups

One-way ANOVA for History by Groups

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Comparison between the Groups on their parental influence and home environment

Table shows that the one-way ANOVA using Fathers influence as dep var andgroups as indep var gives a F-ratio of 1.33 which is not sig at p


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3. Chi-square analyses to ascertain the relationships between overall creativitygroups, fig creativity groups, ver creativity groups and sex, SES, andcognitive levels. All at p< 0.05

T-test analyses to compare creatives and noncreatives

As shown in the Table, there is a sig difference between IQ of the creatives and non-creatives, self concept. Leraning styles.. Results indicated that creatives are more

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intelligent with higher concept but no difference in fathers or mother s influence, learningstyles ands home environment.

T-test analyses to compare high figurals and low figurals.

T-test analyses to compare high verbals and low verbals

T-test analyses to compare creatives and noncreatives for academic achievement andindividual subjects

T-test analyses to compare high figurals and low figurals for academic achievementand individual subjects

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T-test analyses to compare high verbals and low verbals for academic achievementand individual subjects

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Chi-square analyses for figural creativity groups

Chi-square analyses for verbal creativity groups

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M ED Analysis and Interpretation Section